Julie Tilsen
Julie provides training & consultation in narrative approaches. Her interests include queer theory & cultural studies methodologies as conceptual resources for relational practice. She also works as a family therapist alongside queer & trans youth & their families. She is community faculty in the U of MN's Youth Studies Program & an associate of the Taos Institute. Her work is featured in training videos produced by Alexander Street Press. Julie has been sorted into the House of Ravenclaw.
Biography
"But if theory is not the crystallized resin of experience, it ceases to be a guide to action."--Leslie FeinbergI am a white, cis, queer, US-born & residing, mostly able-bodied woman. In addition to several professional journal articles and book chapters, I am the author of "Therapeutic Conversations with Queer Youth: Constructing Preferred Identities and Transcending Homonormativity" (Rowman & Littlefield, 2013) and "Narrative Approaches to Youth Work: Conversational Skills for a Critical Practice" (Routledge, 2018).
Education
-
PhD Tilburg University, Tilburg, The Netherlands
Areas of Research / Professional Expertise
-
Narrative and discursive practices; queer theory; youth work; liberatory education; feminist & relational ethics; anti-oppressive practices; critical praxis; deliberate reflexive practice.
Personal Interests
-
Do my interests interest you?
* Women's collegiate hockey (GO GOPHERS) *Playing drums *Drinking of cold press *Taking monthly (at least) hikes in the woods w/my sweetie *Eating cheese *Being sassy on Twitter *My dog Feet *My cats Juno and Presto ******Dismantling capitalism (and with it white supremacy & patriarchy)
Websites
Books
Articles
Cultural Studies Methodologies and Narrative Family Therapy: Therapeutic Conversations About Pop Culture
Published: Feb 16, 2016 by Family Process
Authors: Tilsen, Julie & Nylund, David
Subjects:
Family Studies, Media and Cultural Studies
Cultural studies is introduced as an interdisciplinary approach that provides frameworks for both theory and practice that position therapists and clients to critically examine the role of pop culture in their lives. Cultural studies and narrative therapy are discussed as praxis allies that share a populist political intention and counter‐hegemonic discursive practices.
Feedback Informed Treatment: Evidence-Based Practice Meets Social Construction
Published: Nov 13, 2014 by Family Process
Authors: Tilsen, Julie & McNamee Sheila
Subjects:
Family Studies
This article explores the challenges presented by the mandate for evidence‐based practice for family therapists who identify with the philosophical stance of social construction. The history of psychotherapy outcome research is reviewed, as are current findings that provide empirical evidence for an engaged, dialogic practice.
Resisting normativity: Queer musings on politics, identity, and the performance of therapy.
Published: Sep 01, 2010 by International Journal of Narrative Therapy & Community Work
Authors: Tilsen, J. & Nylund, D.
Subjects:
Family Studies, Gender & Intersectionality Studies
The authors propose that in attempting to secure ‘equal’ rights in various aspects of public and private life – for example, marriage, military service, and health insurance – modern gay rights engages in ‘homonormativity’ which seeks to limit the options for queer people by having them replicate aspects of mainstream, neoliberal, heterosexual lifestyles.
Psychotherapy research, the recovery movement, and practice- based evidence,
Published: Jul 14, 2010 by Journal of Social Work in Disability & Rehabilitation
Authors: Tilsen, J. & Nylund, D.
This article reviews the literature on psychotherapy outcome research and discusses the relationship between those findings and the tenets of the consumer-driven recovery model. The research provides compelling evidence for practitioners to abandon the current emphasis on diagnosis and theory, model, and technique in favor of a partnership with clients that leverages the common factors and places emphasis on the alliance.
Popular culture texts & young people: Making meaning, honoring resistance, & becoming harry potter
Published: Apr 01, 2009 by International Journal of Narrative Therapy & Community Work
Authors: Tilsen, J. & Nylund, D.
Subjects:
Family Studies, Media and Cultural Studies
The article discusses how popular culture produces much of the materials out of which people fashion their identities. These materials include images and messages from the music, TV, film, technology and fashion industries.
We don’t need no education: Parents are doing it for themselves
Published: Sep 08, 2008 by Journal of Progressive Human Services,
Authors: Tilsen, J.
Subjects:
Family Studies
This paper will provide a brief history of parent education and a postmodern critique of its origins and methods. An alternative narrative therapy practice that brings forward parents' insider knowledges is reviewed and presented in a case vignette of a session with the parents of a 10-year-old boy.
The gender binary: Theory and lived experience.
Published: Apr 01, 2007 by International Journal of Narrative Therapy & Community Work
Authors: Tilsen, J., Nylund, D., & Grieves, L.
Subjects:
Family Studies, Gender & Intersectionality Studies
Examples of deconstructing questions that highlight the social construction of gender and an examination of therapy with non-trans-identified partners of transmen are offered as ways to apply queer theory in an effort to expose the impact of the gender binary on people’s lives. Reflections from a queer-identified woman on her experiences as the partner of a transman are shared in response to this paper.
Pedagogy and praxis: Postmodern spirit in the classroom
Published: Oct 01, 2006 by Journal of Systemic Therapies
Authors: Nylund, D., Tilsen , J.
Subjects:
Education, Family Studies
A postmodern pedagogical stance has particular significance for faculty who teach clinical practice as postmodernism encourages reflexivity and increases students' awareness of sociopolitical issues. Specific ideas for classroom activities and assignments that enhance students' critical thinking along with ideas for student evaluation are illustrated that add to the learning process and flatten the hierarchy between student and teacher.